Simulator for skill-oriented training

ABSTRACT

A skill-based training system includes a processing system having a processor, memory coupled to the processor with executable instructions stored therein, and an input-output controller coupled to the processor and to input and output devices. The memory includes lesson plans that outline skill-based tasks and activities, and predetermined performance criteria. The processor is configured by the instructions to present interfaces on the output devices simulating a virtual training environment. The processor is configured to receive input signals representative of performing the tasks and activities in the virtual environment, and to evaluate the performance by comparing the performed tasks and activities to the criteria, to determine a score and to present the score on the output devices. The system includes work orders categorized by the lesson plans and defining within an increasing progression of a degree of skill, knowledge, critical thinking and problem solving needed to complete the tasks and activities.

CROSS-REFERENCE TO RELATED APPLICATIONS

This patent application is a Continuation of U.S. patent applicationSer. No. 14/093,284, filed on Nov. 29, 2013 (now U.S. Patent No. ,issued on), which claims priority benefit under 35 U.S.C. § 119(e) ofU.S. Provisional Patent Applications, Ser. No. 61/730,824, filed on Nov.28, 2012, and Ser. No. 61/842,150, filed on Jul. 2, 2013. Thedisclosures of these patent documents are incorporated herein byreference in their entirety.

COPYRIGHT NOTICE

A portion of the disclosure of this patent document may containmaterial, which is subject to copyright protection. The copyright ownerhas no objection to the facsimile reproduction by anyone of the patentdocument or the patent disclosure, as it appears in the United StatesPatent and Trademark Office files or records, but otherwise reserves allcopyright rights whatsoever.

BACKGROUND OF THE INVENTION 1. Field of the Invention

The present invention relates generally to a training system employingcomputer simulation and immersive virtual reality for instructing andevaluating the progress of a person performing a skill-oriented taskand, more particularly, to a simulator for instructing and evaluatingperformance of a skill-oriented task of a process such as, for example,a component manufacture, construction, assembly and/or finishing processperformed by a tradesman.

2. Description of Related Art

Generally speaking, training is needed for a person to acquire and/ormaintain skills necessary for performing a skill-oriented task such as,for example, manufacturing, constructing, assembling and/or finishingone or more components. There have been efforts to simulateskill-oriented tasks to improve training and minimize costs. Someefforts have included the use of computer simulation and virtualreality. However, the inventors have found that conventional systems areseen to be too expensive and/or lack the accuracy and “look and feel” ofreal life tasks. Moreover, conventional systems are not seen to providevaluable feedback on performance to the trainee and/or others monitoringor evaluating the trainee's performance. Similarly, conventional systemsare not seen to motivate trainees to seek continuing improvement ofskills. As such, conventional simulation systems are of limited usewithin, and of limited benefit to, the industry. Accordingly, there is aneed for improved training systems and methods using computer simulationand immersive virtual reality and which permit evaluation of theprogress of a person learning new skills and/or reinforcing existingskills in skill-oriented tasks such as, for example, manufacturing,constructing, assembling and/or finishing one or more components.

SUMMARY OF THE INVENTION

The present invention is directed to a simulator for skill-orientedtraining of a task. The skill-based training system includes aprocessing system having a processor, memory operatively coupled to theprocessor with executable program instructions stored therein, and aninput-output controller operatively coupled to the processor and to oneor more input and output devices. The memory includes lesson plansoutlining the skill-based tasks and activities therein, andpredetermined performance criteria for the skill-based tasks andactivities. The input and output devices facilitate input and output ofdata and information to and from the processor. The processor isconfigured, by the executable program instructions, to present aplurality of graphical user interfaces (GUIs) on at least one of theoutput devices simulating a virtual training environment, to receiveinput signals from at least one of the input devices, the input signalsrepresentative of performing within the virtual training environment oneof the skill-based tasks and activities, to evaluate the performance ofthe one skill-based tasks and activities by comparing the performedtasks and activities to the predetermined performance criteria anddetermining a score, and to present the score on the at least one of theoutput devices.

In one embodiment, the performance criteria include acceptable standardsfor accuracy, elapsed time, material usage, personal safety and workarea safety measures. In another embodiment, the performance criteriafurther includes at least one of a predetermined or calculated budgetfor the performance of the one of the skill-based tasks and activities.

In one aspect of the invention the skill-based training system includesa work order system having a plurality of work orders categorized by thelesson plans. The work orders include the skill-based tasks andactivities defined within an increasing progression of a degree of atleast one of skill, knowledge, critical thinking and problem solvingneeded to complete the tasks and activities. In one embodiment, the workorder system is implemented within a plurality of work areas exhibitedon one or more of the plurality of GUIs including a basic-skills workarea, an intermediate-skills work area and an advanced-skills work area.In one embodiment, the work areas are defined within a residentialconstruction environment. In one embodiment, the work orders, and theskill-based tasks and activities included therein, demonstrate, teachand reinforce skills within at least one of a carpentry, plumbing,electrical, masonry, heating, cooling and air conditioning (HVAC),flooring, painting, roofing, and other skill-based trade disciplines. Inanother embodiment, the work orders further include tools to be used inperforming the skill-based tasks and activities. In still anotherembodiment, the work orders and the skill-based tasks and activitiesincluded therein, reinforce general academic skills including readingcomprehension, mathematics, knowledge interpretation and retention,complex thinking.

In one embodiment, the skill-based training system further includes aplurality of odd job activities as supplements to the plurality of workorders. The odd job activities teach skills directed to at least one ofpersonal and work area safety, basic terminology of a discipline ofinterest, and building teamwork skills.

In still another embodiment, the predetermined performance criteria ofthe skill-based training system include a standard set by at least oneof an industry, a company, an educational institution, and a municipalor governmental certification authority.

In yet another embodiment of the skill-based training system, the scoreincludes an indication of progress in at least one of lesson completion,learning momentum and in successfully obtaining the set standard. In oneembodiment, when the score at least one of meets or exceeds one or morepredetermined thresholds, the processor is further configured, by theexecutable program instructions, to issue at least one of an award, acommendation and a badge. In one embodiment, the at least one award,commendation and badge is exhibited in an area on one or more of theplurality of GUIs associated with a user of the training system. Inanother embodiment, the score and the award, commendation and badge arepublished by the user on a social networking website operatively coupledto the training system.

In yet another embodiment, the skill-based training system furtherincludes a learning management system. The learning management systemincludes a data store for storing the lesson plans, predeterminedperformance criteria, and work orders including the skill-based tasksand activities within the lesson plans. In one embodiment, the learningmanagement system further includes data and information associated witha user of the training system and the user's performance of the workorders including an indication of the number of lesson plans and workorders completed by the user, an indication of the number of lessonplans and work orders completed for which an acceptable score wasreceived by the user, an indication of learning momentum of the userperforming the work orders, an indication of the number and types oftools used by the user in performing the work orders, and an indicationin progress of the user toward receiving an accreditation forsuccessfully completing the work order.

In one embodiment, during the performance of one of the skill-basedtasks and activities, the processor is further configured, by theexecutable program instructions, to exhibit on one of the plurality ofGUIs at least one of a visual aid and a tip to guide and instruct a userof the training system as the user performs the one of the skill-basedtasks and activities. In one embodiment, the visual aid and tip includesat least one of a proper placement of a component, a proper alignment interms of height, pitch and angle of the component, a proper speed andangle of a tool used in performance of the one of the skill-based tasksand activities, and a movement of the component being worked. In stillanother embodiment, the visual aid includes at least one of a phantomand a shaded representation of the component or tool exhibited on one ofthe plurality of GUIs, and the tip includes a message exhibited on oneof the GUIs. In one embodiment, the tip message includes audio, video,text, graphics, one or more hyper-links, or like means for communicatinginformation to a user.

BRIEF DESCRIPTION OF THE DRAWINGS

The features and advantages of the present invention will be betterunderstood when the Detailed Description of the Preferred Embodimentsgiven below is considered in conjunction with the figures provided.

FIGS. 1A and 1B depict exemplary graphical user interfaces (GUIs)exhibiting virtual training environments operable to demonstrate and/orperform skill-oriented tasks such that a user may acquire and/orreinforce skills of the task, in accordance with embodiments of thepresent invention.

FIG. 1C illustrates an exemplary work flow through the virtual trainingenvironment, in accordance with one embodiment of the present invention.

FIG. 2 is a schematic block diagram of an exemplary system for trainingof skill-based tasks, in accordance with one embodiment of the presentinvention.

FIGS. 3A to 3C depict exemplary GUIs exhibiting a family of virtualtraining environments and learning and navigation tools implemented onthe system of FIG. 2, in accordance with one embodiment of the presentinvention.

FIGS. 4A to 4G depict exemplary GUIs implemented on the system of FIG. 2and exhibiting a plurality of work sites and work orders outlining tasksto be performed on the work sites by a user to develop, reinforce,monitor, and/or evaluate the skills of the user in performing theskill-oriented tasks, in accordance with one embodiment of the presentinvention.

FIG. 5 illustrates a work order of the system of FIG. 2, in accordancewith one embodiment of the present invention.

FIGS. 6A to 6C depict exemplary GUIs implemented on the system of FIG. 2exhibiting functions for creating user defined avatars operable withinthe system, in accordance with one embodiment of the present invention.

FIGS. 6D to 6G depict exemplary GUIs implemented on the system of FIG. 2exhibiting characteristics and/or functions of various tools operablewithin the system, in accordance with one embodiment of the presentinvention.

FIGS. 7A to 7C depict exemplary GUIs implemented on the system of FIG. 2exhibiting a blueprint and evaluating a user's knowledge in identifyingcharacteristics of the blueprint and information presented thereon, inaccordance with one embodiment of the present invention.

FIGS. 8A and 8B depict exemplary GUIs implemented on the system of FIG.2 exhibiting activities within a work order and evaluating a user'sknowledge of the activities and how to perform calculations requiredthereon, in accordance with one embodiment of the present invention.

FIGS. 9A and 9B, 10A to 10C, 11A and 11B, 12A and 12B, 13A and 13B, 14Ato 14H, 15A to 15C, and 16A to 16D depict exemplary GUIs implemented onthe system of FIG. 2 exhibiting the user operating the system to performvarious skill-oriented tasks and activities within work orders, inaccordance with one embodiment of the present invention.

FIGS. 17A and 17B depict exemplary GUIs implemented on the system ofFIG. 2 exhibiting reports providing results of an evaluation of theuser's performance of skill-oriented tasks and activities on workorders, in accordance with one embodiment of the present invention.

FIGS. 17C to 17F, and 18A to 18D depict exemplary GUIs implemented onthe system of FIG. 2 exhibiting awards, commendations and/or badgesindicating one or more levels of achievement attained by a user of thesystem, in accordance with one embodiment of the present invention.

FIGS. 19A to 19C depict exemplary GUIs implemented on the system of FIG.2 exhibiting a user/student's portion of a Learning Management System,in accordance with one embodiment of the present invention.

FIGS. 19D to 19I depict exemplary GUIs implemented on the system of FIG.2 exhibiting a teacher's portion of the Learning Management System, inaccordance with one embodiment of the present invention.

FIG. 20 is a schematic diagram of an exemplary method for scoringuser/student performance, in accordance with one embodiment of thepresent invention.

In these figures like structures are assigned like reference numerals,but may not be referenced in the description of all figures.

DETAILED DESCRIPTION OF PREFERRED EMBODIMENTS OF THE INVENTION

The present invention provides a virtual training environment 100 forskill-based training. In one embodiment, the training environment 100includes a construction site 102 (FIG. 1A) or a workshop or garage 104(FIG. 1B) provided on a plurality of graphical user interfaces (GUIs),described herein, where skills are demonstrated, acquired and/orreinforced in skill-oriented tasks such as, for example, tasks within acarpentry discipline. A person of ordinary skill in the art and beingfamiliar with this disclosure understands that the present invention isnot limited to demonstrating, developing and maintaining only carpentryskills including structural framing and finish carpentry skills, andthat it can also be applied to other disciplines, including, but notlimited to, plumbing including installing drains, supply and wastelines, fixtures and the like, electrical including installing servicesboxes, breakers, wiring, outlets, fixtures and the like, masonryincluding forming foundations and installing tile and the like, heating,venting and air conditioning (HVAC) including running duct work,installing equipment and the like, flooring including laying wood, vinylor other sheet materials, carpeting and the like, tradesmen installingwallboard, taping compound, painting, and like finishes, roofingincluding installing flashing, water proofing membranes, laying shinglesand the like, and other skilled-based disciplines. For example, as isillustrated in FIG. 3A, the present invention includes a SIMBUILD™Product family 106 of virtual training environment and learning toolsincluding a Carpentry module 106A, a Masonry and Foundation module 106B,a Plumbing module 106C and a Basic Electrical module 106D. Accordingly,the simulator, as described herein, is used for training, developing andimproving other skills required in skill-oriented tasks performed bytradesman. It should also be appreciated that the simulator may beimplemented as a project based system wherein an individual instructor,certification agent, or the like, may define their own performancecharacteristics (e.g., accuracy, elapsed time, material usage, personaland jobsite safety, and the like) and/or criteria including those uniqueto the instructor, agent and a given project or application, and/orwhich incorporate industry or company-specific performance criteria,standards and/or inspection protocols.

In one embodiment, the virtual training system 100 including theCarpentry module 106A is referred to as a SimBuild: Carpentry system(hereinafter the “SBC system 100”). SIMBUILD, SIMBUILD: CARPENTRY andSBC are trademarks of VRSim, Inc. (East Hartford, Conn. USA). Asillustrated in FIG. 3A, the SBC system 100 is one chapter in a SimBuildProduct family 106 of virtual training environment and learning toolsthat provide a user (referred to hereinafter as a student, trainee,operator or the like) with an immersive experience for instructing,monitoring and evaluating performance of skill-oriented tasks of aprocess such as, for example, a component manufacture, construction,assembly and/or finishing process performed by a tradesman. The SimBuildProduct Family 106 allows the user to acquire a skill and/or have skillsreinforced in, for example, a discipline such as, for example, theaforementioned carpentry, plumbing, electrical, masonry, and otherskilled-based disciplines as the user progresses from an entry level,semi-skilled level to a skilled professional level. For example, the SBCsystem 100 provides a virtual training environment and learning toolthat provides the user with an immersive experience that teaches skillsof carpentry from entry level to semi-skilled to skilled, as perNational Association of Home Builders (NAHB) standards. As describedherein, the skills may include the safe operation of power tools, blueprint reading, identification of building materials and tools, measuringand cutting, placement and installation of common residential buildingmaterials (e.g. plywood, lumber such as 2×4s, 2×8s, etc., gypsum, paint,roofing, wiring, fixtures and outlet, pipes, drains, tile, brick,plaster, cement and the like), and reinforces preferred practice in theconstruction and/or assembly of structural components within, forexample, foundations, floors, walls, ceilings, roofs and the like. Inaddition, the SBC system 100 allows the user to acquire and/or reinforceworkplace and personal safety skills, skills in cooperating with othertradesmen working to complete a common task or project, and the like. Inone embodiment, the SBC system 100 permits interaction between multipleparticipants, in some cases, system generated participants, and in somecases, other students undergoing training. The skills preferably includepractices employing “green technology” (e.g., environmentallyresponsible and resource-efficient throughout a structure's life-cycle)in terms of material identification and waste reduction. An observer(e.g., an instructor or teacher, agent, or the like) can monitor userprogress both in terms of lesson completion, and/or learning momentumand progress towards an objective educational or other academic standardas set by an educational institution, municipal/governmental or IndustryRecognized Certification standards and assessment tools.

In one embodiment, illustrated in FIG. 2, the SBC system 100 isimplemented on a standalone, networked or portable computing device 10such as workstation, laptop, tablet, notebook, iPad® (Apple Inc.) or amobile communication device, Internet-enabled mobile radiotelephone orlike portable computing devices, or any other suitable processing devicehaving processing capabilities and executing a Microsoft® Windows®(Microsoft Corporation) or equivalent operating system.. It should beappreciated that the scope of the present invention broadly applies toany standalone or networked computing device. As described herein, theSBC system 100 is configured and operates in accordance with oneembodiment of the present invention to implement techniques, asdescribed herein, for collecting, storing, computing, displaying anddistributing data and information related to instructing, monitoring andevaluating performance of a skill-oriented task. As shown in FIG. 2, thecomputing device 10 includes a processor such as a microprocessor or CPU12, computer-readable medium or memory (MEM) 14 that can include randomaccess memory (RAM), read only memory (ROM), a hard drive (HD), opticaldisk drive, ports for connection to CD-ROM, DVD, flash and thumb drivesand like portable memory media, and like storage devices, aninput-output controller (I/O CNTL) 16 operatively coupled to input andoutput devices, shown generally at 22 and 24, respectively, includinginput devices 22 for facilitating input of data and information to theSBC system 100 such as a keyboard, a mouse, light pen, joy stick orother pointing device, document, card or other reader or scanner, orother input device, and output devices 24 for displaying inputted and/orprocessed data and other information such as a pixel-oriented displaydevice, touch screen, printer 26 or the like. In one embodiment, aplurality of GUIs 30, as described herein, is exhibited on the outputdevices 24. In one embodiment, the computing device 10 includes atransceiver (XMIT/RCV) 18 operatively coupled to a communicationsnetwork (COMM NETWORK) 40 such as the Internet, an intranet, anextranet, or like distributed communication platform for accessing oneor more storage devices (e.g., DB1 to DBN) shown generally at 50, and/orsending and receiving data, information, commands, and otherwisecommunicating with one or more external computing devices (DEVICE 1 toDEVICE M) shown generally at 60 over wired and wireless communicationconnections. In one embodiment, the one or more external computingdevices 60 are similarly configured as the computing device 10 and areoperated by one or more other students training within the SBC system100 as multiple participants, thus enabling real-time team building andcooperation skills between students. In one embodiment, one or more ofthe external computing devices 60 are operated by a person monitoringthe user's progress in acquiring skills of the skill-oriented task. Itshould be appreciated that the one or more external computing devices 60may be located in a same facility as the computing device 10 or at alocation remote thereto.

As shown in FIG. 2, the processor 12 executes computer-implementedinstructions or steps 100A including the SIMBUILD™ Product family 106and the SBC system 100 thereof stored in the memory 14 such that a user(e.g., a student, trainee, operator) operating the system 10 may invokeand execute the training/lesson plans of the SBC system 100, reviewresults exhibited on the display device 24 and make decisions regardingvarious steps/processes presented in the training/lesson plans. Itshould be appreciated that while described as residing in the memory 14of the computing device 10, it is within the scope of the presentinvention to provide the computer-implemented instructions or steps 100Ato the processor 12 and memory 14 from a server computer operatingremotely from the computing device 10 such as the server being one ofthe one or more external computing devices 60. It should also beappreciated that the computer-implemented planning methods 100A of theSBC system 100 generally require manipulation of data and information inthe form of electrical, magnetic and/or optical signals that may beinputted, stored, transferred, combined, compared, or otherwisemanipulated to provide a desired result. In one embodiment, a desiredresult includes visual representations of one or more data andinformation for instructing, performing and evaluating performance of askill-oriented task of a process such as, for example, a componentmanufacture, construction, assembly and/or finishing process performedby a tradesman. For example, the lesson planning methods 100A of the SBCsystem 100 may direct the processor 12, input-output controller 16 anddisplay 24 to exhibit one or more user interfaces, e.g., applicationgenerated user interfaces, web pages, and the like, such as theaforementioned GUIs 30, to illustrate preferred or required steps forperforming a task, to illustrate operator controlled performance of thesteps of the lesson plan, to illustrate, compare or evaluate operatorperformance, and/or to provide feedback to the operator, an instructoror teacher, agent, or the like, monitoring the user's progress both interms of lesson completion, and/or learning momentum and progresstowards an objective educational or other academic standard as set by anindustry, company, an educational institution, municipal/governmental orIndustry Recognized Certification standards. One embodiment of the userinterfaces 30 depicting the SBC system 100 and computer-implemented SBCtraining/lesson planning methods is described below.

In one embodiment, the operating environment of the SimBuild® (VRSim,Inc.) and the SBC system 100 is developed using the Unity game engine(Unity Technologies, San Francisco, Calif.) and operates on the Windows®7 (Microsoft Corporation) platform. Where preferred, an implementationof the SBC system 100 may include an ability to interface to theInternet (e.g., via the network 40) using Internet Explorer® (MicrosoftCorporation), Chrome® (Google Inc.), Firefox® (Mozilla Foundation) orlike web browser software. The SBC system 100 is capable of synchronous(e.g., near real time) and asynchronous connection with theInternet/network 40. In one embodiment, the SBC system 100 isoperatively coupled to a Learning Management System (LMS) 70. The LMS 70includes a data store (DB) 80 that stores data and information 82 usedwithin the SBC system 100. The data and information 82 includes, forexample, training/lesson plans 83 including the skill-oriented tasks,steps or activities of the skilled-based disciplines presented in theSBC system 100, performance criteria 84 set by, for example, theinstructor or teacher, agent, or the like monitoring the user's progressboth in terms of lesson completion and/or learning momentum and progresstowards an objective educational or other academic standard as set by anindustry, company, an educational institution, municipal/governmental orIndustry Recognized Certification standards, work orders 85 to be usedas a means for presenting the training/lessons plans to students,student performance data and information 86 including, for example, anindication of a number of lesson plans and/or work orders completed, anindication of a number of lesson plans and/or work orders passed,learning momentum (e.g., frequency and/or regularity of activity in thesystem 100, knowledge retained by the student and the like), anindication of the number and/or types of tools used, progress towardachieving accreditation, and the like. The SBC system 100 and the LMS 70interact (via 2-way communication) to do updates, in addition toreceiving the updates through a USB thumb drive such that the data andinformation 82 stored in the data store 80 of the LMS 70 may be sharedand/or supplemented by students and other authorized persons, e.g.,teachers, administrators of the SBC system 100 and the like.

In one embodiment, the SBC system 100 is operatively coupled to anArtificial Intelligence (AI) engine 90. The AI engine 90 is operativelycoupled, directly or through the network 40, to the computing device 10and/or the LMS 70. In one embodiment, the AI engine 90 accesses andanalyzes performance data 86 from one or more of the students andidentifies, for example, deficiencies in performance by individualand/or groups of students. In one embodiment, the AI engine 90determines common and/or trends in deficiencies and recommendsmodifications to existing and/or new lesson plans and skill-orientedtasks and activities therein, with an aim of minimizing and/orsubstantially eliminating the identified and/or determined deficienciesthrough performance of the improved and/or new lesson plans. It shouldbe appreciated that the AI engine 90 may access and analyze performancedata 86 on-demand or iteratively to provide continuous learningimprovements over predetermined and/or prolonged periods.

As described in one exemplary embodiment herein, the SBC system 100teaches and reinforces fundamental skills used in residentialconstruction. In accordance with the present invention the SBC system100 reinforces general academic skills such as, for example, readingcomprehension and mathematics, knowledge interpretation and retention,and complex thinking and problem solving, as well asconstruction-specific skills like blueprint reading, use of a tapemeasure, and safe use of power and/or pneumatic tools such as, forexample, saws, drills, nail gun, and the like, as well as the steps tobe performed to complete the particular task at hand. As should beappreciated, the concepts taught and/or reinforced in the SBC system 100align with national, state, municipal codes and standards. The SBCsystem 100 is an immersive interactive training environment, wherestudents perform activities provided and/or assigned via one or morework orders, and complete the work orders to become familiar with basiccompetencies within the discipline being performed.

As described herein and shown in, for example FIGS. 1A to 20, the SBCsystem 100 presents the plurality of graphical user interfaces (GUIs)30. Embodiments include, for example, FIG. 3B that illustrates oneembodiment of an initial GUI 110 of the SBC system 100, upon which theuser can access different menus represented in the GUI 110 by icons 112and/or navigate between GUIs 30 and select activities with control keys113 (FIG. 3C). The user can select the icons 112 and keys 113 using acontroller (e.g., one of the input devices 22) to invoke one or morefeatures and functions of the SBC system 100. As described herein, insome embodiments of the present invention, the position of the user istracked, and the user can control his/her position and actions withinthe virtual training environment by employing an avatar 116 (FIGS. 1A to1C, and 2). As one skilled in the art appreciates the avatar 116 is agraphical representation of the user, or a user-defined alter ego orcharacter, employed within the SBC system 100.

As shown in FIGS. 4A, 4B and 4C and also in 4D, 4E, 4F and 4G, in one ormore embodiments the SBC system 100 presents a plurality of work sites120, for example, three work sites 122, 124 and 126 are presented. Thework sites 120 present different challenges for the user aimed atdeveloping, reinforcing, monitoring, and/or evaluating skills of theuser in performing skill-oriented tasks of typical work site processincluding, for example, component manufacture, construction, assemblyand/or finishing processes performed by a tradesman, as well as personaland work site safety and cooperation skills involving multipleparticipants. As users navigates between worksites, e.g., by selectingan icon 122A, 124A, 126A, from a first, shed work site 122 to a second,ranch house work site 124, and on to a third, multi-level house worksite 126, activities/skill-oriented tasks they perform require anincreasing degree of skill, better integration of knowledge and process,and have a varied exposure of critical thinking and/or problem solving.As noted above, in one embodiment, a lesson plan in the SBC system 100is driven by a work order system 130 that retrieves and stores the dataand information 82 from the LMS 70. In one or more embodiments, workorders 132 within the work order system 130 are presented graphically ina list structure 136 (FIGS. 4B and 4C) or a tree structure 138 (FIGS.4D, 4E, and 4F). Each work order 132 assigns a task that requires and,as needed, teaches a specific set of skills that builds toward athorough exposure of all required competencies within the disciplinebeing performed as set in accordance with, for example, an educationalor other academic standard and/or as set by or in accordance with anindustry, company, an educational institution, municipal/governmental orIndustry Recognized Certification standards. In one embodiment, thetasks or activities to be performed within a work order 132 areillustrated in text 133 and/or as one or more icons 135 in the liststructure 136 and the tree structure 138. In one embodiment, asillustrated in FIGS. 4D, 4E, 4F and 4G, the user may invoke features andfunctions of the SBC system 100 by selecting one of a plurality ofactions 212 and 212′ in an action menu 210 and 210′, described in moredetail below.

A user's performance as he/she completes the work order 132 is monitoredand graded, scored or otherwise evaluated. In one embodiment, the usercan repeat activities to improve their score and increase theirlearning. As users complete all work orders 132 assigned at a given worksite, for example, two or more users may be “working” simultaneously tocomplete work orders at a work site to build teamwork, safety andcooperation skills, they obtain a comprehensive exposure to constructionterms, basic hand and power tools, blueprints, and critical skills. Asshown in FIGS. 4D, 4E and 4F, in one embodiment, the work sites 122,124, 126 present work orders 132 within work order categories 140 andactivities 200 within the categories 140. For example, in oneembodiment, the shed work site 122 (FIG. 4D) includes the categories 140of Worksite Preparation 142, Floor & Walls 144, Window & Door 146, Roof148 and Worksite Review 150. The categories 140 of the shed work site122 are geared to teach, monitor and evaluate relatively basic academicand construction-specific skills including, for example, the user'smath, reading, and problem solving skills (e.g., basic academic skills),as well as blueprint reading, use of a measuring tape, knowledge oftools and their safe and effective use in assembling components of theshed structure (e.g., basic construction-specific skills).

As illustrated in FIG. 4E, as the user progresses in acquired skill,he/she may move to the ranch house work site 124, where the categories140 include Worksite Preparation 152, Concrete Forms 154, Floor 156,Walls & Ceiling 158, Roof 160, Window & Door 162 and Worksite Review164. The categories 140 of the ranch house work site 124 are geared toexpand the user's knowledge and skill in relatively more advancedacademic and construction-specific skills including, for example, theuser's math, reading, and problem solving skills, as well as blueprintreading, load bearing calculations, measuring and cutting more criticalcomponents such as, for example, roof rafters, trusses, and the like,and more advanced knowledge of tools and their safe and effective use inassembling components of the ranch house structure. Similarly, asillustrated in FIG. 4F, as the user even further progresses in acquiredskills, he/she may move to the multi-level house work site 126, wherethe categories 140 include Worksite Preparation 170, Floor 172, Walls &Ceiling 174, Stairs 176, Roof 178, Window & Door 180, Drywall 182, andWorksite Review 184. The categories 140 of the multi-level house worksite 126 are geared to even further expand the user's knowledge andskill in relatively more advanced academic and construction-specificskills including, for example, the user's math, reading, and problemsolving skills, as well as blueprint reading, load bearing calculations,measuring and cutting more critical components such as, for example,hipped roof rafters, stairs (rises, runs, and the like) and moreadvanced knowledge of tools and their safe and effective use inassembling components of the multi-level house structure. In oneembodiment, the SBC system 100 may introduce, randomly for example,interruptions in activities to emphasize personal and work site safety.For example, when working on one or more of the work sites 122, 124 and126, the SBC system 100 may introduce one or more work site safetyissues such as, for example, a falling tool or piece of constructionmaterial, an unsafely placed (e.g., leaning) piece of constructionmaterial, a worker operating a tool in an unsafe manner, or the like, totest the student's reaction to the occurring or potentially occurringsafety hazard.

As shown in FIGS. 4D, 4E and 4F, the work order categories 140 includeone or more activities 200 that include consecutive and sequential orparallel tasks that are performed to complete the work order categories140, for example, the work site preparation category 170 of themulti-level house site 126 (FIG. 4F) includes a Read Blueprint step170A, a Tools & Materials Identification step 170B and a Safety Checkstep 170C.

In one embodiment, the user may view or print a work order 132 and theactivities detailed therein to aid his/her performance. One embodimentof a displayed or printed work order 132 is shown in FIG. 5 as workorder 190. As shown in FIG. 5, the work order 190 provides instructionsor activities, shown generally at 192, for the completion of an exteriorwall in the shed work site 122, depicted graphically at 194 in, forexample, a finished form 194A and as would be presented on a blueprint194B. As shown in FIG. 5, the work order 190 has one or more icons 196that identify skill areas including safety, critical thinking, academicskills, and carpentry tasks within the activities 192 being performedunder the work order 190. Once the work order is complete, the user andan instructor can review his or her performance and progress inattaining the academic and/or construction-specific skills employedwithin the work order 190.

In one embodiment, the SBC system 100 may include an Odd Job feature112A (FIG. 3B). Odd Jobs 112A are intended to teach tasks like, forexample, job site safety and critical thinking, and reinforce basicterminology and job skills within the discipline being performed. In oneembodiment, as the user completes each work order 132, they are giventhe opportunity to perform side tasks, for example, one or more of theOdd Jobs 112A. While these tasks are not required, they are designed toreinforce skills and to instill the importance of teamwork and safety onthe work site. Completion of Odd Jobs 112A is seen to improve work sitemorale and provide a positive impact on the user/student's overallperformance.

With reference again to FIGS. 1A to 1C, in one embodiment, the trainingenvironment of the SBC system 100 includes a work site within aconstruction site 102 (FIG. 1A) or a workshop or garage 104 (FIG. 1B)where skills are acquired and/or reinforced in, for example, a carpentrydiscipline. The user controls the avatar 116 to indicate his/herposition and actions taken within the virtual training environment 102and 104, for example, of the SBC system 100. In one embodiment,illustrated in FIGS. 6A, 6B and 6C, the user may selectively varycharacteristics of his/her avatar 116 including, for example, physicalfeatures such as gender, hair, skin tone and the like, clothing,footwear, gloves, hats and/or accessories of a male or female worker,selected from one or more toolbars 117. As shown in FIGS. 6D, 6E, 6F and6G, the user also controls tools 115 that he/she will use to performactivities within the work sites (e.g., the construction site 102 (FIG.1A) or the workshop or garage 104 (FIG. 1B)). In one embodiment, the SBCsystem 100 provides a tool shelf 118 (FIG. 6D) and tool shed or box 119(FIG. 6E) where the user/student can learn and/or be tested on type(FIG. 6F), characteristics and/or functions or purpose of various tools115 (FIG. 6E) such as, for example, how the tools safely operate, aresafely maintained (e.g., cleaned, repaired, etc.), how attachmentsand/or new components (e.g., saw blades) are added, removed, etc. fromthe tools, should and should not be used, hints or tips for maximizingthe effectiveness of the tools 115, and the like. In the tool box 119,the user may also learn about materials, fasteners and the like used ona typical worksite. In one embodiment, the hint or tip includes amessage having audio, video, text, graphics, one or more hyper-links, orlike means for communicating information to a user.

As noted above, the user/operator of the SBC system 100 is representedin the virtual training environment 100 with the avatar 116, which theoperator can navigate (e.g., with one or more of the input devices 22)through the virtual environment and manipulate to cause certain actionsin the environment. In one embodiment, the user begins his/her learningin a trailer 101 on the construction site 102 (FIG. 1A) or the work shopor garage 104 (FIG. 1B) by receiving a work order 132 in one of theplurality of work sites 120, for example, the shed work site 122, theranch house work site 124, or the multi-level house work site 126. Oneexemplary work flow through the SBC system 100 and work sites 122, 124and 126 is illustrated in FIG. 1C. Following the instruction/activitiesgiven on the work order 132, the user moves to the first activity. Forexample, with reference to FIG. 4D, a first activity under the WorksitePreparation 142 category is to Read Blueprint 142A. As shown in FIGS. 7Ato 7C, the user is presented with a blueprint 300 and his/her skill inreading the blueprint is evaluated by one or more questions 302 aimed atevaluating the user/student's knowledge, e.g., in identifyingcharacteristics of the blueprint, or in calculating values. As shown inFIGS. 8A and 8B, the work orders 132 may include common tasks requestedby the SBC system 100 “acting” as a work site foreman. For example, asshown generally at 310, the SBC system 100 requests that theuser/student calculate a cost associated with a project. A first step indetermining the cost is to determine the amount (e.g., board feet) ofmaterial needed. In determining a result, the user may invoke one ormore of the plurality of actions 212 available to him/her in the actionmenu 210, for example, a Calculate Action 212A as shown in FIG. 4D. Asshown in FIGS. 8A and 8B, the Calculate Action 212A assists theuser/student in determining the amount of material needed by, forexample, calculating the square feet for a specified board based on thedimensions entered by the user for thickness, width and length of theboard material.

In accordance with the present invention, and as illustrated above, asthe user performs activities within a work order 132, one or more of theplurality of actions 212 and 212′ in the action menus 210 and 210′ maybe invoked. For example, in the shed work site 122 (FIG. 4D) in a FrameFloor activity 144A of the Floor & Walls 144 category a Cover Action212B is invoked. The Cover Action 212B initiates the GUIs of FIG. 9A and9B that monitor and evaluate the user as he/she performs the activity toframe a portion of a floor of the shed. Similarly, in a Frame Shed Roofactivity 148A of the Roof 148 category (FIG. 4D) a Frame Action 212C isinvoked to initiates the GUIs of FIG. 10A, 10B and 10C that monitor andevaluate the user as he/she performs the activity to raise a wall 340 inposition (FIG. 10A) and to align and frame portions (e.g., rafters 350)of a roof of the shed (FIGS. 10B and 10C). In one embodiment, the SBCsystem 100 includes one or more visual aids 360 that may guide orinstruct a user/student as they are performing a task, for example, toillustrate proper placement, alignment (e.g., height, pitch, angle orthe like), and the like, of components, speed or angle of tools duringoperation, movement of materials being worked on (e.g., feed through asaw), and the like. For example, and as shown in FIGS. 10A and 10B, thevisual aids 360 include a phantom or shaded representation 362 of thewall 340 being raised or a phantom or shaded representation 364 of therafter 350 being installed in place on the roof, and as shown in FIG.10B, helpful hints or tips 366 may be displayed to guide or instruct thestudent. Similarly, in a Hang Door Frame activity 146A of the Window &Door 146 category (FIG. 4D) an Install Action 212D is invoked toinitiates the GUIs of FIGS. 11A and 11B that monitor and evaluate theuser as he/she performs the activity to install a door 370 in position(FIG. 11A) and to drill a hole in the door 370 to accept a door knob(FIG. 11B). In one embodiment, the SBC system 100 includes one or morevisual aids 360 that may guide or instruct a user/student as they areperforming a task.

It should be appreciated that the SBC system 100 instructs and/orencourages the user/student to remember to always follow safe worksitepractices and pay attention to minimizing waste and working efficientlyto keep within the project budget. Doing so, improves their score. Asillustrated above, many activities in the work site are performed in asequence of successive actions. For example, in the first step inbuilding the wall is to determine the amount of wood that is needed. Theuser/student estimates the type and number of logs needed to yield therequired cuts of lumber. He/she does the math to calculate the mostefficient use of materials to do the cuts, as those choices will affectthe overall project budget. He/she may use a crane to collect the lumberneeded. Performance is measured on the number of logs collected in thetime permitted. Properly measuring and cutting lumber is a fundamentalcarpentry skill. The user/student needs to optimize each 14-foot plankto fill the required cuts. He/she decides whether to keep, trash, orre-cut the lumber. He/she will minimize waste by re-cutting the lumberto fill smaller required lengths. As shown in FIGS. 12A and 12B, a TapeReading Action 212E is invoked to initiates the GUIs that monitor andevaluate the user as he/she determines a proper measurement on arepresentation 380 of a tape measure. Similarly, as shown in FIGS. 13Aand 13B, generally at 384, a Measure & Cut Action 212F initiates theGUIs that monitor and evaluate the user as he/she determines a properlength at which to cut a board 386.

As noted above, activities become increasingly more complex and requireincreasingly greater skills as the user/student advances through thework orders 132 and work sites 120. For example, FIGS. 14A to 14Hillustrate more complex activities being performed in the Ranch Housework site 124 including, for example, as shown in FIGS. 14A and 14B,measuring and calculating cuts to form a roof rafter 386 to yield adesired run, pitch, overhang and length of the rafter. Similarly, moreadvanced activities for installing a door in the Ranch House work site124 add activities such as shimming and sealing the door frame, showngenerally at 387 and 388 in FIGS. 14C and 14D, respectively. In theMulti-level house work site 126 even more complex activities areperformed including, for example, as shown in FIGS. 14E, 14F, 14G and14H, installing drywall 390 and applying tape and joint compound tojoints 392 therebetween, and sanding 393 the compound to achieve asurface ready for finishing.

Additionally, the SBC system 100 instructs and/or reinforces safepersonal and work site practices. While safety “credits” are earned inthe performance of all activities by, for example, the proper operationof tools 115, placement of materials and the like, in one embodiment,shown in FIGS. 15A, 15B and 15C, some safety practices are specificallytested and performance evaluated such as, for example, using correctequipment 400, for example, using a correct height ladder to preventstanding on a top rung and jumping to reach a work area or surface (FIG.15A), paying attention while transporting materials 402 (FIG. 15B) toensure that your path of travel 401 does not impinge in the work area ofother striking or otherwise disrupting their performance of a task, andthe like, as shown at 403 (FIG. 15C). Similarly, as shown in FIGS. 16A,16B, 16C and 16D, an Inspection Action 212G (FIG. 4D) is invoked toinitiate the GUIs that monitor and evaluate the user as he/shedetermines proper attributes and/or defects therein, of construction,for example, bad material (bad wood), incorrect dimensions, missing ormisplaced components, and the like, shown at 404 of FIG. 16A. As shownin FIGS. 16B, 16C and 16D, the inspection may include specificattributes of the construction such as, for example, proper placementand/or load bearing capabilities as a result thereof. In one embodiment,the user is challenged to remove one or more components of thestructure, such as non-essential components, without causing failure ofthe structure. The challenge is seen as a fun way to reinforce knowledgeof load bearing capabilities as well as proper placement of components.

As should be appreciated, users/students learn how to perform variousskill-oriented tasks and activities while operating the SBC system 100.For example, the user/student learns to mark a “toe plate” so they knowwhere to place cut lumber when assembling a wall. Specific portions ofthe SBC system 100 may stop on the first piece of each type of cut toidentify which symbol is needed, for example, symbols indicatingplacement of single or double framing lumber components within a run ofa wall and/or at corners and rough openings for doors, windows and thelike, on rafters, or the like. Moving along the toe plate, the studentselects the correct symbol without help from the system. This reinforcesterminology of the trade and the proper marking operation prepares thestudent for other activities. Throughout the activities, performance isscored on, for example, a four-star point system. It should beappreciated that while a four-star scoring system is described, thepresent invention includes other scoring systems and methods, forexample, a numeric point system from one to ten, one to one hundred orthe like, a system that establishes threshold for pass-fail orqualify-not qualify conditions, or additional threshold that establish ahigh pass-pass-fail system or beginner, intermediate or advancedtradesman system, or the like. Students can repeat activities as much asthey need or desire to. If they do “poorly,” then they can go back untilthey get a more favorable score, for example, 3 or 4 stars out of the 4star point scoring system. Repetition reinforces learning basic skills.In the aforementioned to plate example, once the toe plate is marked,the lumber needs to be placed. First, the student chooses where to placethe wall. The symbol knowledge from the marking activity andinterpretation of the blueprint on the work order serves as a guide.He/she optimizes his/her score by using fewer moves to properly placethe cuts and by doing so in less time. Once everything is in place, thelumber needs to be nailed together. A nail gun tool is selected andpushed in to the center of the guide for correct placement. As each thestructure collapses or otherwise is misaligned, the student losespoints. Besides efficiency, this activity reinforces safety as studentsneed to be sure they are properly nailing the lumber and taking cautionin hand placement. They must always be aware of obstacles that mightappear on a work site. The work order is finished by erecting the wall.The consequential activity shown in the simulation keeps the studentengaged.

As noted above, the user/students may walk around the work site tocomplete odd jobs at any time. For example, the student may walk aroundthe worksite and spot worksite hazards such as, for example, improperlystored tools and any workers without the proper personal protectionequipment. Safety is threaded (e.g., measured) through every activitythey are doing as a way of building awareness. Students need to learn tocontrol the work site. If accidents occur, score and work site moraletypically goes down so students are incentivized to ensure safety intheir activities as well as others working on the site.

When the user completes a work order 132, the user and his/herinstructor can evaluate his/her performance. In one embodiment, inaddition to an overall score of one to four stars or the like, the userreceives individual scores for each activity. The scoring system isdesigned to incentivize the user to replay each activity as many timesas he/she wants to get a better score. The users are also evaluated ontheir ability to complete a work order on a predetermined budget or abudget established by the student in, for example, an estimating task,and with an eye towards work site morale. In one embodiment, a workorder recap GUI 410 is shown in FIG. 17A, a user/student report GUI 412is shown in FIG. 17B, and a GUI 414 that provides a representation ofthe 4-star scoring method is shown in FIG. 17C. As shown in the GUIs410, 412 and 414, the student's performance is evaluated and presentedin a number of ways of, for example, total performance (e.g., budget andmorale) at 410A, task performance 410B, with progress illustratednumerically and graphically, for example, by progress bar charts orgraphs 413. The recap, student report and 4-star scoring GUIs are usedwithin the learning management system (LMS) 70 and provided as outputfor a student, teacher, or the like, to track the student's progress. Inone embodiment, the student's customized avatar 116 is included tocustomize or individualize the presentation with all completed workorders. The GUIs 410, 412 and 414 may also show any awards,commendations or badges that he/she has been earned while performing theactivities of the SBC system 100. In one embodiment, a student may“earn” an award, commendation and/or badge when the student's score inperforming an activity meets or exceeds one or more predeterminedthresholds. As such, the awards, commendations and badges are inrecognition for superlative performance, e.g., performance at or abovethe one or more predetermined threshold. As shown in FIG. 17B, theperformance graph 413 provides a real time view of the student'sprogress towards, for example, national and state competencyrequirements as well as other regulatory and/or certifying agencies orthe like.

In one embodiment of the present invention, students can upload andpublish their scores and student reports via the network 40 to, forexample, social networking websites such as, for example, Facebook®,Twitter®, or the like. The publication is seen to enhance studentinterest, engagement and, further, foster a level of competition thatmay drive students to build advanced skills in order to obtain a“leader” position among his/her classmates and/or peers. As shown inFIGS. 1B, 17D and 17E, a badge area 420 exhibits the awards,commendations and badges 422 earned by the user. In one embodiment, theawards, commendations and badges 422 available to be earned are alsodisplayed, for example, in shadows, dashed lines or the like, toencourage the user to work for advanced achievement within the SBCsystem 100. As should be appreciated, the awards, commendations andbadges 422 indicate achievement in the general academic skills such as,for example, reading comprehension and mathematics, knowledgeinterpretation and retention, and complex thinking and problem solving,shown generally at 424 of FIG. 17F, as well as successful completion ofskill-oriented task including, for example, construction-specific skillslike blueprint reading, use of a tape measure, and safe use of powerand/or pneumatic tools such as, for example, saws, drills, nail gun, andthe like, that were acquired and/or reinforced by users/students of theSBC system 100. In one embodiment, the awards, commendations and badges422 may be earned for successfully completing groups of activitiesand/or using, for example, specialized or predetermined tools 115 and/ormaterials, and/or to encourage superior performance as compared to otherstudents, for example, competing for a fastest time, highest score orthe like. Exemplary exhibitions of awards, commendations or badges 422within the SBC system 100 are illustrated in FIGS. 17D to 17F and 18A to18D.

One embodiment the learning management system (LMS) 70 of the presentinvention exhibits GUIs to present the data and information 82 tostudents, teachers, and other authorized persons. Embodiments of theGUIs are illustrated in FIGS. 19A to 19I. As shown in FIGS. 19A, 19B,and 19C, a user/student's view 500 provides an overview of the user'sperformance in the SBC system 100. As shown in FIG. 19A, the overviewincludes, for example, a description of the user 502 that may beuser-defined or defined by an administrator, the user's activity withinthe SBC system 100 at a My Activity 504 section, an achievement awards,commendations or badges 422 in a Badges Earned section 506, overallprogress 508 in completing work orders 132, and progress in attainingconstruction-specific skills 510 and academic skills 512. As shown inFIG. 19B, the user/student may view their performance on a work sitebasis 520. In one embodiment, the SBC system 100 recommends resourcesfor the student at, for example, a Suggested Resources section 514 (FIG.19B). Similarly, the LMS 70 may be used as a platform for editing theuser/student's profile at 530. In one embodiment, the LMS 70 presents ateacher's view 540 as shown in GUIs of FIGS. 19D to 19I. As shown inFIG. 19D, the teacher's view 540 may include a class progress report 550that highlights completion 554 and learning momentum 556 of each student552 in a class. As shown in FIGS. 19E and 19F, a progress report 560 ofan individual student (FIG. 19E) and a progress report 570 of the entireclass (FIG. 19F) may be presented. In one embodiment, illustrated inFIGS. 19G, 19H and 19I, the progress reports may highlight progress andcompetency at an activity and skill level, both individually for auser/student and for an overall class.

Additional Embodiments of the SBC Scoring System

There may be several factors that go into determining a “score” for auser in the SBC system 100. The user of the SBC system 100 may be actingas a “foreman” for various job Sites, and for each of those Sites, theymanage a Budget, as well as maintain high Morale. In one embodiment,Budget and Morale are at the center of this scoring system, and they aredetailed in their own sections. Everything that the user does on the jobSite can affect the Budget, the Morale or both, for that Site. At thehighest level, the user is trying to get maintain a Site Budget, thatis, the score for a particular job Site, but there are several different“tiers” for Budgets in the SBC system 100, with lower tiers affectingthe higher ones. Here is an exemplary general structure:

Site Budget—This is the highest tier score, representing how well theuser performed for a particular job Site. There are multiple job Sites.The Site Score is affected by the following:

Project Budget—This represents how well the user performed on aparticular Project within a work Site. Projects are collections of Tasksthat need to be performed to complete a certain piece or goal on the jobSite, such as completing a sawhorse, or a wall. There may be multipleProjects per job Site. FIG. 20 illustrates one method of scoring 600 inthe SBC system 100 at a “Tasks” level 610, a “Projects” level 620 and a“Site” level 630.

Task Budget—This represents how well the user performed on a particulartask within a Project. Tasks in SimBuild may include, for example,Measuring & Cutting 612, Placing 614, and Nailing 616.

Budget—The purpose of Budget in the scoring system is to be the final“grade” for the user. Each job Site may have a set Budget, and after allof the Projects within that Site are complete, they see where they standagainst that Budget, with poor performance ending up over the setBudget, and excellent performance ending up under the set Budget.

Morale—The purpose of Morale in the scoring system is really to forcethe user into doing Odd Jobs, which can be any of the Tasks that wouldnormally be inside of a Project. These Odd Jobs exist for a number ofreasons: reinforcing the learning through repetition, giving the user away to practice Tasks that they may not be good at without affecting theBudget (directly), and encouraging the user to help others that may beon the job Site with them to encourage teamwork.

The inventors have discovered that Morale works best when it has animpact on a student's final grade. Without the relationship to scoring,there will be a chance that the user ignores Morale altogether. To thisend, Morale will be constantly draining, and will affect Budget in anegative way based on how low it is. There are a few ways that we canapproach the specifics of how Morale affects Budget, but that will bebetter determined through iteration. The general idea is that low Moraleaffects Budget in a negative way, presumably because low Morale causesworkers on the job site to perform poorly, making mistakes and wastingmaterials.

Morale is affected by a number of things. First and foremost it isaffected by time. The Morale will drain over time (whether this isactual time or “number of actions taken by the user” is up for debate),encouraging the user to perform Odd Jobs, which also affect Morale, butthey affect it in a positive way, giving a boost to Morale whencompleted. Identifying Safety Issues on the work Site also increasesMorale. Safety Issues are hazards or improper techniques that may bepresent on the work Site. Failing to identify Safety Issues means thatthere may be a chance of a Safety Incident occurring when you leave theSite for the day. If a Safety Incident occurs, the user may take a largehit to Morale.

Site Budget: In one embodiment, this is the “final grade” for the user,based on their overall performance on a job Site. The actual “grade”that is given the user may use a star-based system (although the presentinvention is not limited to the star icon), where excellent performancegives 4 stars, and poor performance gives 1. Excellent performanceequates to coming in under Budget, and poor performance equates tocoming in over Budget. The final Budget may be determined by scores fromall Projects within the Site. The Budget Target for the Site is equal tothe total of all Project Budget Targets within the Site.

Project Budget: This represents how well a user did in a Project, withthe end result being an adjustment to the Budget for the Site. A Projectmay have a Budget Target, and their performance within the Tasks forthat Project may cause them to come in under or over this Budget Target,and the difference between this Budget Target and their result maydetermine the adjustment that is made to the Site Budget.

Task Budget—This represents how well a user did in a Task, with the endresult being an adjustment to the Budget for the Project. A Task can beany of the mini-games that are included in the SBC system 100 (e.g.,Measuring & Cutting, Placing, and Nailing). The user's performance in aTask may be determined by their score for the following parameters:Accuracy, Efficiency, and Safety.

SBC Lexicography

Academic Skills—Standard educational skills reinforced by performing theSBC system 100. The SBC system 100 reinforces, for example, fourcategories of Academic Skills, including Reading, Math, KnowledgeIntegration and Problem Solving. In one embodiment, each Academic Skillis represented by an Icon (e.g., see FIG. 17F).

Activity—An intuitive and easy to navigate task designed to assist theuser in gaining practical building industry skills and knowledge.Activities include single challenges that the user must complete to makeprogress. This is a fun and engaging challenge that teaches or improves1 or more competencies. This has a goal, and the user will be evaluatedagainst this goal. Examples of Activities: Woodcutting, Placement, andNailing.

Activity Types—In one embodiment, the SBC system 100 is built aroundgroups of learning mechanics, such as Calculate, Identify, Study,Decisions, and the like, used to convey construction-specific content.Each Activity group is represented by an Icon (e.g., see FIG. 4G).

Avatar—An Avatar is a graphical representation of the user within theSBC system 100. Users can customize certain parts of their Avatar likegender, hair, clothing, footwear, skin tone, and gloves to enhance theirexperience.

Badges—Indicators of performance and progress in the SBC system 100awarded for achievement in specific Activities, completion of ActivityTypes and progress through Worksites.

Building Systems—Work Orders are grouped to provide learning and skillsrelated to portions of the building structure.

Construction Skills—Construction specific competencies taught by the SBCsystem 100 through the use of Work Orders 132. Skills are grouped bybuilding system, and knowledge is expanded as the student progressesfrom one Worksite to the others 122, 124 and 126.

Foundation Skills—Accumulation of core construction-related content usedthroughout all building systems, specifically related to Tools,Materials, Blueprint Plans and Safety.

Garage—An entry point into the SBC system 100. Go here to personalizeyour Avatar, check in on your Toolbox, and view your Badges.

Hints—Guidance offered to assist the student in understanding the goalsand operations of Activities and other SBC system features.

Icon—Symbols used in the SBC system 100 to indicate an Activity orSkill.

Knowledge Skills—Learned by performing Activities that requireintegration and application of content related to building systems,regulations, safety, tool use and terminology.

Learning Management System—The Learning Management System (LMS) 70 is arobust tool that provides both the student and instructor a completepicture of each student's mastery of activities performed and theacademic skills each student develops as a result. Instructors can trackstudent mastery as well as overall class performance.

Learning Momentum—Relationship between the student's exposure to the SBCsystem's content and understanding of that material.

Locks—Used to identify those Worksites, Work Orders and Activities thatthe student has not yet unlocked and performed. When something islocked, it means the student has not yet completed all unlockedActivities required in order to perform the locked Activity.

Mastered—Indication that the student has earned at least one Badge 422for an Activity.

Math Skills—Learned by performing Activities that teach the student toestimate, model problems, reason and use formulas and tools.

Multilevel House Worksite—In one embodiment, a third of three Worksitesin the SBC system 100. It introduces the student to complex BuildingSystems and Construction Skills.

Odd Job—An Activity that does not affect any Work Order. Example: findthe handsaw for worker Joe.

Passed—Indication that the student successfully completed an activity.

Problem Solving Skills—Learned by performing Activities that incorporateintegrating information and following procedures to perform tasks andachieve specific outcomes.

Profile—Information about the student that the SBC system 100 uses tokeep track of the student's results as he/she “works” in the system.

Ranch House Worksite—In one embodiment, a second of three Worksites. Itintroduces the student to more detail about core Building Systems andConstruction Skills.

Reading Skills—Learned by performing Activities that teach the studentvocabulary and strengthen his/her ability to follow instructions,analyze situations and interpret results.

Shed Worksite—In one embodiment, a first of three Worksites in the SBCsystem 100. It introduces the student to core terminology and basicConstruction Skills.

Skill Points—Credit for Academic Skills accumulated when the studentcompletes an Activity.

Spacebar—Keyboard key used to start and exit an activity, or snap anobject. Displayed as “Space” within the SBC system 100.

Tooltips—Information about purpose, use, physical characteristics, andsafe handling of items in the Toolbox.

Toolbox 119—Where the student may go to learn about tools, materials andfasteners. Can be accessed from the Garage 104 or from any Work Orderenvironment by moving to the Toolbox Icon.

Tools 115—Items used to perform Activities on a Worksite. Found, alongwith materials and fasteners, in the student's Toolbox.

Work Order—One or more Activities grouped into a unit that providesknowledge required to perform particular jobs, such as building a wall,framing a roof, and installing windows and doors. Example: build a wallsection. In one embodiment, there are approximately five (5) Work Ordersfor the Shed, about thirty (30) work orders for the Ranch House, andabout fifteen (15) work orders for the Multi-level House.

Work Order Tree 132—A way of presenting the depth and breadth oflearning content within the SBC system 100, how this learning content isorganized within the system and the academic skill sets targeted througheach Work Order Activity. A Work Order Tree shows how mastering aparticular work order activity unlocks additional work order activitiesfor the student to perform.

Work Site—A collection of Work Orders. In one embodiment, the Work Sitesin the SBC system 100 include: Shed 122, Ranch House 124, Multi-levelHouse 126. Each construction project is made up of a group of BuildingSystems that are put together in the building's unique environment.

Worksite Selection Page—The Work Site Selection page, one embodimentillustrated in FIG. 4A, displays all Worksites 122, 124 and 126, and iswhere the student selects the system Work Orders.

Exemplary Activities include, for example:

Woodcutting—Activity involving measuring, marking, and cutting wood.

Placement—Activity combining referencing a blueprint and placing cutwood into the proper 3d locations.

Nailing—Activity where the uses a virtual hammer or nailgun to nailpieces of wood together.

Exemplary Work Sites include, for example:

Shed—A training ground where the user learns basic competencies. Thinkof this as the tutorial at the beginning of a game. The user works withwalls and a floor system. The focus is on basic interactions, basictools, precut parts, and safety. The focus is not on math skills.

Ranch House—Unlocked when the user completes all Work Orders of theShed. The focus is on more complicated interactions than the Shed. Theuser completes Work Orders involving roofing, walls, window placement,door placement, and ceiling construction. The user completes Activitiesinvolving cutting, measuring, and part selection. The Ranch House doesnot have stairs nor a basement.

Multi-Level House—Unlocked when the user completes specific Work Ordersof the Ranch House. The user completes Work Orders involving a complexroof and complex materials. The user completes Activities involvingmeasuring and placement.

Additional Notes on an Exemplary Implementation:

In its broadest sense, in one embodiment the SBC system 100 includesessentially four chapters designed to teach the basics of construction,namely, activities performed to build a structure or interest, includingcarpentry, plumbing, masonry, electrical, and the like. Along the linesof and in conformance with state, town or other construction codes so astudent goes through the entire process and should develop a basicunderstanding of everything that has to do with qualifications incarpentry. This may not be a replacement for traditional training;instead, it may be designed as an augmentation and a self paced learningactivity. The difference is it uses a whole lot more of a “game-feel”environment and a whole lot more of a structure that is designed to bean engaging experience for the student and less of a straightpedagological exercise of a bunch of things laid out end to end. Itstill covers all of the same material, but it covers it in a verydifferent way. Some of the basics are divided into three (3) worksiteswhich are a shed, a ranch house, and a multilevel house. The concept isthat each one becomes a stepping stone for greater knowledge, greatercomplexity, and a greater understanding of the basic skills. So thestudent finishes the shed which is essentially basic construction alongwith getting familiarity to the SBC system 100, then moves on to theranch house which has some interior work and some exterior work andbuilds upon the basic tools, then the student ends in the multilevelhouse which has some more complex construction aspects such as joistsand roof construction.

So a student goes through and looks at the sample orders, there is aseries of about sixty (60) work orders in the simulation. The idea is togo through these work orders and give some basic concepts. The workorders present a number of icons that represent basic skill areas thatare need to be qualified. For example, areas include safety, criticalthinking, academic skills such as math and reading, and activities. Onecomponent includes tying these activities together with odd jobs, whichare activities that occur inside the simulation that are not specific toan individual work order. One goal of odd jobs is to teach cooperationand activities that fall outside of a linear path of understanding,including job safety and cooperation with other people. The inventorshave determined that cooperation is an important learning tool in thegaming environment. Each time a work order is completed; the SBC system100 evaluates the completed order and the student's performance andprovides a score. The Budget and Morale score are collective. The moralescore has to do with the student's interactions with other people, notnecessary, but a benefit. The budget represents the student'sperformance through the entire simulation. So if the student wastesmaterial, they are going to run over budget and if you don't have enoughyou'll run under, and if you do things that are cooperative you tend toget a bonus on budget—it's not a dollar for dollar exchange, it'sdesigned to keep them in a collective understanding of what they'redoing with that particular work order, hence the score may be three (3)out of four (4) stars at the end. Everyone is scored individually. TheSBC system 100 preferably scores activities on a one to four (1 to 4)star system, where one (1) star for an activity indicates minimallyexposure to the activity and not really able to complete it, and four(4) stars for an activity includes that the student is doing great. TheSBC system 100 also identifies safety issues and presents them to theuser to highlight hazards on the job site.

So each student at the end of the day is graded and a student reportgenerated. The skill assessment layout is based on state standards so ashe/she completes work orders he/she gets the bars filled up and whenhe/she gets to the end of all sixty (60) work orders he/she should becompetent on all skills and activities in the SBC system 100. This givesthe student exposure to everything the state mandates that he/she needsto understand. This is the way the student looks at it. There is a smallsection for student commendations so student performance can be comparedagainst other students. This encourages the students to compete justlike in a video game, e.g., highest score, most safety, coolest outfit.As he/she completes certain tasks he/she gets different things to changehis/her avatar and experience, thus motivating the student.

The students go through and fill each lesson. Although there is somerepetition in things like nailing, for example, each lesson has a uniquespace to fill. Sometimes it's safety, sometimes it's blueprint reading.Once a student is here, he/she can enter the work site and start at thetrailer. Interactions with the SBC system 100 are controlled by an inputdevice, e.g., a mouse or joystick, and the student moves around theenvironment. There are people and some level of activity throughout theenvironment. As the student walks around the environment, he/she triesto complete the work orders. For example, the student picks up a workorder from the trailer, then moves around the worksite throughactivities required to construct an exterior wall of a shed. Alwaysfollow safe worksite practices and pay attention to minimizing waste andworking efficiently to keep within you project budget.

In one embodiment, the first activity is highlighted in a green area ofthe screen (e.g., output display device). One order has an objective toidentify how much wood is needed in order to make all of the parts forthe wall in the assigned work order. What the student needs to do is toestimate the number of logs that is needed based on the number of cutsneeded. The idea is that the student has to go in and do the math tocalculate the most efficient way to perform the cuts. The objectivebeyond this is to find and collect the lumber needed. “Estimate it” isthe SBC system 100 function to determine how many logs to pick up to cutthe needed boards. So following the work order the student moves to anext activity, measuring and cutting. What the student is trying to donow is take fourteen foot (14′) planks and optimize the lumber to fillthe required cuts. Keep in mind that you can re-cut the lumber to fillsmaller required lengths. “Measure and Cut it” is the SBC system 100function to measure and cut the lumber to yield the list of requiredcuts. The student is taught to optimize his/her cuts to minimize waste.

The next piece is where we are going to learn how to mark the toe plate.The point is for the student to mark the toe plate so he/she knows wherethings will go later on. The SBC system 100 may stop on a first piece ofeach type of cut (e.g., stud, blocking, cripple stud, jack stud) to helpidentify which symbol that is needed to choose to mark it with, and asit goes on, it won't stop and the student needs to select the correctsymbol. This method reinforces terminology as the student learns thesymbols. The student properly marks each spot to prepare the student forother activities. “Mark it” is the SBC system 100 function to mark thetoe plate with correct symbols to identify where the wall sectionsshould be placed. Students can repeat these activities as much as theyneed to, so if they do poorly, they want to go back until they get apreferred score, e.g., four out of four stars. Once the student markshis/her your toe plate, he/she needs to assemble it. In theory, thestudent now knows a little bit about toe plate markings and has an imageto work off of. First thing is to choose the placing of the wall. Sincethis is the shed; it's a simplistic version. The same activity on themultilevel house site 126, is more complicated. Now the student canfollow the markings on a map and assemble all of the pieces, using thework order and symbols that he/she learned in the last activity as aguideline. The student can optimize his/her score by using less moves toproperly place the cuts, and by doing so in less time. “Place it” is theSBC system 100 function to select the location to build the wall, andthen place wall sections properly as indicated with the toe platemarkings.

Now that the student has laid out a wall, he/she has to nail thecomponent parts together. Each guide is collapsing, and the studentwants to push the nail gun in to the center of the guide for correctplacement. As each guide collapses, the student is losing points. Thereis also a hard level that removes guides, enforcing proper nailinglocations which are dependent on cuts of lumber. Besides efficiency, animportant thing that the SBC system is enforcing is safety, making surethe students are properly nailing the lumber and taking caution in handplacement and other obstacles that might appear on the work site. Theinventors have recognized that that proper placement, even whenmimicked, allows the student to retain correct posture on the work site.For example, subconsciously the student picks up what the body postureand placement represent. “Nail it” is the SBC system 100 function tonail the wall together, putting nails in correct location and avoidingobstacles. Once you've completed the nailing exercise, and finished thework order, part of the theory is to show some consequential activityby, for example, erecting the wall.

As mentioned before, students can move around the work site to completeodd jobs. Again, this is not required to complete the work order. Inthis case, the student moves around and spot hazards such as a hammerlying on the ground, any workers without the proper personal protectiveequipment (PPE), but we are just trying to get to thinking about seeingwhat's out there. Safety is threaded through the entire SBC system 100,as a way of reinforcing and building awareness so that students comeaway from using the system 100 and to go into the real world saying “Ihave to have to control the work site” and in the larger context ofwhat, morale goes down as accidents occur on the worksite. In oneembodiment, the SBC system 100 provides a graphic display, e.g., asimulated worksite sign, counting days from a last accident. The signkeeps track of incidences and if a safe work site is not maintained, thesystem 100 automatically scores against it. This feature may also beincluded on the student report. So again, the idea is to reinforce abasic method, primarily through repetition with a variety of activities.Since its self paced, the idea is that the students can go in and dothis and get them working towards earning perfect scores (e.g., four outof four stars) in everything. “Hazard Odd Job” is the SBC system 100function where one of the workers has spotted safety hazards around theworksite, and he/she needs the student's help to find and remove them.

The several embodiments described herein are solely for the purpose ofillustration. Persons in the art will recognize from this descriptionthat other embodiments may be practiced with modifications andalterations, limited only by the appended claim.

What is claimed is:
 1. A skill-based training system, comprising: aprocessing system including: a processor; a memory operatively coupledto the processor with executable program instructions stored therein,the memory including a learning management system having lesson plansoutlining skill-based tasks and activities therein within a plurality ofincreasing degrees of skill, a work order system including a pluralityof work orders in accordance with at least one of the lesson plans, eachwork order of the plurality of work orders assigning at least one of theskill-based tasks and activities, each work order of the plurality ofwork orders including instructions specifying a plurality ofintermediate steps within the at least one of the lesson plans forperforming the at least one of the skill-based tasks and activities, theinstructions configured to be graphically presented to the user, andpredetermined performance criteria for the skill-based tasks andactivities, the predetermined performance criteria including a firststandard of acceptable performance set by at least one of an industry, acompany, an educational institution, and a municipal or governmentalcertification authority; and an input-output controller operativelycoupled to the processor and to one or more input and output devices,the input and output devices facilitating input and output of data andinformation to and from the processor; the processor configured, by theexecutable program instructions, to: present a plurality of graphicaluser interfaces (GUIs) on at least one of the output devices simulatingan immersive virtual reality training environment; present an avatarwithin the immersive virtual reality training environment, the avatargraphically representing a user within the immersive virtual realitytraining environment, the user operating at least one of the inputdevices to control a position of the avatar within the immersive virtualreality training environment and at least one action of the avatarwithin the immersive virtual reality training environment; presentgraphically to the avatar one of the plurality of work orders andsimulate a real life work site by requesting the avatar perform theinstructions included in the presented work order; receive input signalsfrom the at least one of the input devices, the input signalsrepresentative of the user navigating the avatar's position through theimmersive virtual reality training environment and manipulating theavatar to cause the at least one action of the avatar thereby performingwithin the immersive virtual reality training environment the presentedinstructions to complete the at least one of the skill-based tasks andactivities as assigned by the presented work order; monitor and evaluatethe user's performance of the presented instructions as the usercompletes the presented work order and the at least one of theskill-based tasks and activities, by comparing the performed at leastone of the tasks and activities to the predetermined performancecriteria; monitor and evaluate the user's performance in terms of theuser's progress in completion of the performed at least one of theskill-based tasks and activities as assigned by each presented andperformed work order and specified by the instructions included in eachpresented and performed work order, and in terms of the user's progressin completion of the plurality of work orders in accordance with the atleast one lesson plan; monitor and evaluate the user's performance interms of the user's progress toward acceptable performance of theperformed at least one of the skill-based tasks and activities inaccordance with the predetermined performance criteria and the firststandard; determine a score based on the user's performance in terms ofthe user's progress toward acceptable performance of the at least one ofthe skill-based tasks and activities, in terms of the user's progress incompletion of each presented and performed work order, and in terms ofthe user's progress in completion of the plurality of work orders inaccordance with the at least one lesson plan; provide the determinedscore to the learning management system; and present on the at least oneof the output devices, within the learning management system, the scoreof the user's progress toward acceptable performance of the performed atleast one of the skill-based tasks and activities, of the user'sprogress in completion of each presented and performed work order and ofthe user's progress in completion of the plurality of work orders inaccordance with the at least one lesson plan, as an indication of theuser's activity in the system and of the knowledge retained by the userand to motivate the user to seek continuing improvement of their skills.2. The skill-based training system of claim 1, wherein: thepredetermined performance criteria further includes a plurality ofsecond standards for accuracy, elapsed time, material usage, personalsafety and work area safety measures; and determining the score includesdetermining the user's progress toward acceptable performance under thefirst standard and at least one of the plurality of second standards. 3.The skill-based training system of claim 1, wherein: the predeterminedperformance criteria further includes at least one of a predetermined orcalculated budget for performance of the at least one of the pluralityof work orders and each of the at least one of the skill-based tasks andactivities included therein; and the processor is further configured, bythe executable program instructions, to monitor and evaluate the user'sperformance of the performed at least one of the skill-based tasks andactivities and of each presented and performed work order within thebudget.
 4. The skill-based training system of claim 1, wherein theplurality of work orders and the lesson plans include the skill-basedtasks and activities defined within an increasing progression of adegree of at least one of skill, knowledge, critical thinking andproblem solving needed to complete the tasks and activities.
 5. Theskill-based training system of claim 4, wherein the lesson plans and thework order system are implemented within a plurality of work areasexhibited on one or more of the plurality of graphical user interfaces(GUIs) including a basic-skills work area, an intermediate-skills workarea and an advanced-skills work area.
 6. The skill-based trainingsystem of claim 5, wherein the lesson plans and the plurality of workareas are defined within a residential construction environment.
 7. Theskill-based training system of claim 6, wherein the plurality of workorders and the skill-based tasks and activities included thereindemonstrate, teach and reinforce skills within at least one of acarpentry, plumbing, electrical, masonry, heating, cooling and airconditioning (HVAC), flooring, painting, roofing, and other skill-basedtrade disciplines.
 8. The skill-based training system of claim 4,wherein the plurality of work orders further includes tools to be usedin performing the skill-based tasks and activities.
 9. The skill-basedtraining system of claim 4, wherein the lesson plans, the plurality ofwork orders and the skill-based tasks and activities included thereinreinforce general academic skills including reading comprehension,mathematics, knowledge interpretation and retention, and complexthinking.
 10. The skill-based training system of claim 4, furtherincluding a plurality of odd job activities as supplements to theinstructions.
 11. The skill-based training system of claim 1, whereinthe first standard is an academic standard set by at least one of anindustry, a company, an educational institution, and a municipal orgovernmental certification authority.
 12. The skill-based trainingsystem of claim 11, wherein the score includes an indication of progressin successfully obtaining the academic standard.
 13. The skill-basedtraining system of claim 1, wherein when the score at least one of meetsor exceeds one or more predetermined thresholds, the processor isfurther configured, by the executable program instructions, to issue atleast one of an award, a commendation and a badge.
 14. The skill-basedtraining system of claim 13, wherein the at least one of an award,commendation and badge is exhibited in an area of the learningmanagement system on one or more of the plurality of graphical userinterfaces (GUIs) associated with a user of the training system.
 15. Theskill-based training system of claim 13, wherein at least one of thescore and the at least one of an award, commendation and badge ispublished by the user on a social networking website operatively coupledto the training system.
 16. The skill-based training system of claim 1,wherein the learning management system further includes data andinformation associated with a user of the training system and the user'sperformance of each presented and performed work order including anindication of the number of lesson plans and work orders completed bythe user, an indication of the number of lesson plans and work orderscompleted for which an acceptable score was received by the user, anindication of learning momentum of the user performing each presentedand performed work order, wherein the learning momentum is indicative offrequency and/or regularity of the user's activity in the system and theknowledge retained by the user, an indication of the number and types oftools used by the user in performing each presented and performed workorder, and an indication in progress of the user toward receiving anaccreditation for successfully completing the at least one of theplurality of work orders.
 17. The skill-based training system of claim1, wherein during the performance of the at least one of the skill-basedtasks and activities, the processor is further configured, by theexecutable program instructions, to exhibit on one of the plurality ofgraphical user interfaces (GUIs) at least one of a visual aid and a tipto guide and instruct the user of the training system as the userperforms the presented instructions to complete the presented work orderand the at least one of the skill-based tasks and activities.
 18. Theskill-based training system of claim 17, wherein the at least one visualaid and tip includes at least one of a proper placement of a component,a proper alignment in terms of height, pitch and angle of the component,a proper speed and angle of a tool used in performance of the presentedinstructions, and a movement of the component being worked.
 19. Theskill-based training system of claim 18, wherein the visual aid includesat least one of a phantom and a shaded representation of the componentor tool exhibited on the one of the plurality of graphical userinterfaces (GUIs), and the tip includes at least one of an audio, video,text, graphics, one or more hyper-links, for communicating informationto the user, the information exhibited on the one of the plurality ofGUIs.
 20. The skill-based training system of claim 1, the processorfurther configured, by the executable program instructions, to: analyzethe performance of a plurality of users of the presented instructions tocomplete the presented work order and the at least one of theskill-based tasks and activities by identifying deficiencies in theusers' performance; and recommend modifications to at least one of thelesson plans.
 21. The skill-based training system of claim 1, theprocessor further configured, by the executable program instructions,to: introduce a random interruption during performance of the presentedinstructions to complete the presented work order and the at least oneof the skill-based tasks and activities; and further monitor andevaluate the user's performance of the at least one of the skill-basedtasks and activities during and after the interruption.
 22. Theskill-based training system of claim 9, wherein the odd jobs include oneor more tasks not specified by the plurality of work orders.
 23. Theskill-based training system of claim 9, wherein the odd jobs includetasks related to job safety.
 24. The skill-based training system ofclaim 1, wherein the score is based on a number of safety hazards in theimmersive virtual reality training environment identified by the user.25. The skill-based training system of claim 22, wherein the processoris configured to determine the score based on a number of the odd jobscompleted by the user.
 26. The skill-based training system of claim 1,wherein the training environment includes a plurality of worksites, eachof the plurality of worksites having a respective lesson plan associatedwith a different degree of difficulty.
 27. The skill-based trainingsystem of claim 25, wherein each of the plurality of worksites arelocated at a different location within the immersive virtual realitytraining environment.
 28. The skill-based training system of claim 1,wherein the score is determined based on an amount of waste generated bythe user in performing the presented instructions to complete thepresented work order and the at least one of the skill-based tasks andactivities.
 29. A skill-based training system, comprising: a processingsystem including a processor and a memory operatively coupled to theprocessor with executable program instructions stored therein, theprocessing system including: a learning management system having one ormore lesson plans outlining skill-based tasks and activities therein;and a work order system including a plurality of work orders inaccordance with at least one of the lesson plans, each work order of theplurality of work orders assigning at least one of the skill-based tasksand activities and including instructions specifying a plurality ofintermediate steps within at least one of the lesson plans forperforming the at least one of the skill-based tasks and activities, theinstructions configured to be graphically presented to the user; theprocessor configured, by the executable program instructions, to:simulate an immersive virtual reality training environment; present anavatar within the immersive virtual reality training environment, theavatar graphically representing a user within the immersive virtualreality training environment, the user operating at least one of theinput devices to control a position of the avatar and at least oneaction of the avatar within the immersive virtual reality trainingenvironment, thereby performing within the immersive virtual realitytraining environment at least one of the skill-based tasks andactivities; present graphically to the avatar one of the plurality ofwork orders and simulate a real life work site by requesting the avatarperform the instructions included in the presented work order; monitorand evaluate the user's performance of the presented instructionsassigned by each presented work order, as the user performs the at leastone of the skill-based tasks and activities, by comparing the performedat least one of the skill-based tasks and activities to predeterminedperformance criteria, the predetermined performance criteria including astandard of acceptable performance of the skill-based tasks andactivities and the intermediate steps specified by each presented andperformed work order, the standard of acceptable performance set by atleast one of an industry, a company, an educational institution, and amunicipal or governmental certification authority; monitor and evaluatethe user's performance in terms of the user's progress in completion ofthe performed at least one of the skill-based tasks and activities asassigned by each presented and performed work order and specified by thepresented instructions included in each presented and performed workorder, and in terms of the user's progress in completion of theplurality of work orders in accordance with the at least one lessonplan; generate a result of the monitoring and evaluating of the user'sperformance of the at least one of the skill-based tasks and activities,the user's progress in completion of the presented and performed atleast one of the skill-based tasks and activities and the user'sprogress in completion of the plurality of work orders in accordancewith the at least one lesson plan, as an indication of the user'sactivity in the system and to motivate the user to seek continuingimprovement of their skills.